Video simulation of an audit: an experiment in experiential learning theory

Siegel, Philip H.; Omer, Khursheed; Agrawal, Surendra P.

doi:10.1080/096392897331451

Cited by 37 publications

(17 citation statements)

References 19 publications

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“…□ insight into the practical operations of an audit (84%) -this finding is similar, inter alia, to those of Arens et al (1970), Siegel et al (1997) and Massey et al (2002); □ the skills to interpret large volumes of data (defined as the ability to understand and decipher data) (83%); □ the skill to relate theory and technical knowledge in Auditing to real-life situations or practical problems (with complexities and ambiguous information) (81%); □ the ability to summarise data (74%); □ the ability to integrate the understanding of the different components of Auditing courses (73%); and □ the encouragement of students to apply their theoretical knowledge to new and unique situations (71%). The results for these 29 questions indicated that the main objectives of the simulation, namely to integrate Auditing with IT and to make Auditing more practical, had been achieved.…”

Section: Usefulness Of the Audit Simulation For Teaching Various Compsupporting

confidence: 87%

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South African students’ perceptions of the usefulness of an audit simulation

Steenkamp

Rudman²

2007

Meditari Accountancy Research

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The South African Institute of Chartered Accountants and the International Federation of Accountants require Information Technology (IT) to be integrated with the professional subjects, including Auditing, qualified chartered accountants need. Internationally, people want changes to Auditing teaching. The Accounting Department of Stellenbosch University developed an audit simulation of the whole audit process from client acceptance to completion. Students must prepare working papers, using substantive procedures focusing on stock and a database large enough for students to use IT. The simulation's learning objectives are integrating auditing with IT, and exposing students to as authentic an audit as possible. A questionnaire tested students' perceptions on the simulation. Responses were favourable. Respondents felt that the simulation helped them to understand auditing and showed them the practical application of IT functionalities. However, respondents complained that the simulation took too long. The principles and findings apply to simulations and the use of case studies in any environment.

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Section: Usefulness Of the Audit Simulation For Teaching Various Compsupporting

confidence: 87%

“…This finding is similar to that of the other studies in this section. Siegel et al (1997) reported on a video simulation of an audit, The CableCo Chronicles. The set of four videos, supported by written materials, takes the students through the audit process -from acquiring a new audit client to the concluding stages of the audit.…”

Section: Literature Reviewmentioning

confidence: 99%

South African students’ perceptions of the usefulness of an audit simulation

Steenkamp

Rudman²

2007

Meditari Accountancy Research

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“…As the lack of a practical element in university audit teaching has been an issue raised in the literature (Siegel et al, 1997), the questionnaire asked audit lecturers and students about how useful they thought practical experience, ranging from guest lectures to case studies to a period of work experience, would be to aid students' understanding of auditing. Table 6 shows that case studies were seen to be an important feature of audit classes, especially in tutorials, but that they featured also for use by groups outside the classroom.…”

Section: Experiential Learningmentioning

confidence: 99%

The Development of Trainee Auditors' Skills in Tertiary Education

2009

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This research examines the skills that practitioners, academics and students think are important for trainee auditors to possess for a successful auditing career. The research is based on the educational theories of experiential learning and informationprocessing. These theories suggest that graduates expecting to go into the auditing profession should have: (i) some concrete experience upon which to base an understanding of the techniques that they will be expected to learn once they begin audit work; and (ii) an understanding of basic constructs upon which new learning can be applied and built to then be able to critically examine and question the evidence that is presented to them on an audit. This study investigates the teaching methods that are used at UK universities on accounting degree programmes and assesses whether these two objectives are being met.

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“…An effort was made to select questions that were not biased toward the teaching methods using a conceptual model. Both Mohrweis (1993) and Siegel et al (1997) use objective questions to assess student learning, but neither separately assesses the questions by the type of student learning that is being assessed. 4 A limitation to this approach is that these types of questions may not capture the potentially greater richness that more active learning environments offer.…”

Section: As S E S S M E Nt I Ns T R Um E Ntmentioning

confidence: 99%

Enhancing accounting students' problem-solving skills: the use of a hands-on conceptual model in an active learning environment

Kern¹

2002

Accounting Education

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This study documents and evaluates the effectiveness of using a hands-on conceptual model in an active learning environment in a first accounting class. A hands-on model that can be used to help students learn inventory cost allocations is described. The model's potential for enhancing student learning is assessed. Three learning scenarios are evaluated. The first is predominately a traditional lecture-oriented approach using numerical examples to illustrate concepts. The second adds the use of a model within a lecture setting. The third uses an active learning approach along with the model. Student performance and preferences are assessed. Students indicate they perceive that the model helped them understand inventory cost allocations better than solely using numerical examples. Results from an assessment instrument indicate that students who use the model in an active learning environment show enhanced problem-solving skills over that which can be attained in a lecture-oriented environment. There is no evidence, however, that the use of a conceptual hands-on model enhances conceptual recall over that which can be attained in a lecture-oriented environment.Hands-ON Learning, Active Learning, Conceptual Models, Problem-SOLVING, Inventory Cost, Allocations,

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Video simulation of an audit: an experiment in experiential learning theory

Cited by 37 publications

References 19 publications

South African students’ perceptions of the usefulness of an audit simulation

South African students’ perceptions of the usefulness of an audit simulation

The Development of Trainee Auditors' Skills in Tertiary Education

Enhancing accounting students' problem-solving skills: the use of a hands-on conceptual model in an active learning environment

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